ABSTRACT

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers’ answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programmes and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance.

摘要

双语教育目前面临着改进教师培训以满足内容和语言综合方法的语言和教学需求的挑战。我们的论文分析了西班牙在职小学教师认为他们参与双语课程的关键培训重点。使用内容数据分析，我们检测到教师对开放式问题的回答中最常用的术语。检查了 2,830 个单词，并建立了从他们的话语中出现的培训优先事项之间的关系网。我们的结果证实，教师优先考虑精通英语的需求，而不是方法问题，一旦达到语言熟练程度，这些问题就会普遍存在。他们强调投资对于实施学校双语课程和为他们的职业发展提供培训机会至关重要。我们的研究得出结论，只有协调一致的个人和行政努力才能弥合全球教育议程和课堂表现之间的差距。